TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USEDaily Lesson Game Plan Lesson Title: Saving the Gulf of Mexico Related Lessons: Science - Oceans and the Environment Grade: A Lesson for 12 Grade English Language Arts class Unit: Research, organizing and presenting ideas
GOALS State Content Standards
Texas Essential Knowledge and Skills for English Language Arts and Reading - High School, Beginning with School Year 2009-2010
(12)Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;
(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);
(C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and
(D) evaluate changes in formality and tone within the same medium for specific audiences and purposes.
(20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and
(B) formulate a plan for engaging in research on a complex, multi-faceted topic. (21)Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry;
(B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and
(C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number). (22)Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(A) modify the major research question as necessary to refocus the research plan;
(B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and
(C) critique the research process at each step to implement changes as the need occurs and is identified. (23)Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) marshals evidence in support of a clear thesis statement and related claims;
(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;
(C) uses graphics and illustrations to help explain concepts where appropriate;
(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and
(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.
(C) evaluate and critique the persuasive techniques of media messages such as glittering
generalities, logical fallacies, and symbols.
ISTE NETS-S
Creativity and innovation
Communcation and collaboration among the classroom
Research and information fluency
Critical thinking, problem solving, and decision making
Digital Citizenship
Technology opperations and concepts
Instructional Objectives: The students will develop a plan they would carry out to clean up the oil from the oil leak. This requires conducting research about oil, the leak at the bottom of the ocean and about various solutions for cleaning it up.
Since this is not a Science class, but rather an English Language Arts class, the objective is to prepare a presentation of your answer in a clear and comprehensible manner. The presentation may be in written, oral, or multimedia format. There is a rubric which describes the standards your presentation is expected to meet. There is a separate rubric for you to follow if you are going to do a multimedia presentation.
ACTION
Problem: Today in the Gulf of Mexico there continues to exist an environmental catastrophe, a disaster unlike one we have ever seen before. Millions of gallons of oil have been leaking from 5000 feet below the surface of the Gulf of Mexico. This oil has been polluting the ocean, killing fish and ocean animals, birds and coastal animals and washing up on the shore of beaches and wildlife sanctuaries all along the Gulf Coast of the states of Louisiana, Mississippi, Alabama and Florida. Stopping the oil from leaking is the job of BP, but cleaning up the oil spill is a job we all need to think about. There have been many ideas for cleaning up the toxic mess.
Your assignment is to explain how you would clean up the oil spill before it does even more damage. You will work in collaboration with other students.
Here are two questions for you to consider.
Essential Question: How would you clean up all the oil from the BP (British Petroleum Co.) oil well leak in the bottom of the Gulf of Mexico?
Guiding Question: What does the leaking oil look and feel like?
Instructional Activities Steps to follow:
Find out which group you are assigned to.
Get together with your group mates and discuss what has to be done. Discuss jobs and responsibilities for each student in the group.
Research your potential answers using the internet or the library (refer to rubric)
Presentations of your answers to the Essential Question may be in the form of a written paper, and oral presentation or through multimedia.
You have four weeks to research and prepare your presentation.
Materials/Resources: Text books, Library resources, Computer hardware and software, and web based programs such as PowerPoint, Voice Thread, Movie Maker or a video. If your group finds a new technology it would like to employ for a presentation please discuss it with me first.
Benchmarks:
1. List of jobs and responsibilities for each student in the group - Day 2
2. Summary of initial group ideas using graphic organizer, idea - web or concept mapping technology - Week 1
3. Decide on Presentation type - written, oral, multi-media/digital technology and initial draft outline of presentation - week 2
4. List of resources and bibliography of sources (authors, web sites etc.) and updated outline of presentation - week 3
MONITOR
Assistance:
Each group will have a Mentor, a teacher who will offer individual student assistance (each according to his/her abilities), and group guidance to keep you on track with your project. Your mentor can not do anything for you, but can guide you to where you can find help you may need to complete your presentation
EVALUATION
Assessments: · All students will receive an individual grade and a group grade. · You will be assessed each week based on your individual participation and collaboration within your group, and your groups progress in meeting benchmarks set within the rubrics. · At the conclusion of your groups presentation final grades will be awarded.
John,
I really like how you focused on a current event for your problem-based learning lesson. I was really looking forward to seeing your lesson.
I am wondering what resources students will find to help them create a viable solution to this catastrophe. Will they be directed to your library data base and research under science articles? This would be a really great opportunity to upload podcasts created by scientists, British Petroleum engineers, wildlife experts, etc. I am wondering how easy it is to access this type of thing. I am sure there are also some very heated blogs out there right now too. This is one of those topics where there is going to be a wealth of current information - most of which will contain bias, depending on what group is posting the information. The importance of understanding bias would seem to be a very necessary part of this lesson.
This is such a heavy and heated topic. However, you never know when "out of the mouth of babes" can come some pretty significant insight.
Lesson Title: Saving the Gulf of Mexico Related Lessons: Science - Oceans and the Environment
Grade: A Lesson for 12 Grade English Language Arts class Unit: Research, organizing and presenting ideas
GOALS
State Content Standards
Texas Essential Knowledge and Skills for English Language Arts and Reading - High School, Beginning with School Year 2009-2010
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) compare and contrast how events are presented and information is communicated by visual images (e.g., graphic art, illustrations, news photographs) versus non-visual texts;
(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);
(C) compare and contrast coverage of the same event in various media (e.g., newspapers, television, documentaries, blogs, Internet); and
(D) evaluate changes in formality and tone within the same medium for specific audiences and purposes.
(20) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and
(B) formulate a plan for engaging in research on a complex, multi-faceted topic.
(21) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry;
(B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs); and
(C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number).
(22) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to:
(A) modify the major research question as necessary to refocus the research plan;
(B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity; and
(C) critique the research process at each step to implement changes as the need occurs and is identified.
(23) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) marshals evidence in support of a clear thesis statement and related claims;
(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;
(C) uses graphics and illustrations to help explain concepts where appropriate;
(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and
(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.
(C) evaluate and critique the persuasive techniques of media messages such as glittering
generalities, logical fallacies, and symbols.
ISTE NETS-S
Creativity and innovation
Communcation and collaboration among the classroom
Research and information fluency
Critical thinking, problem solving, and decision making
Digital Citizenship
Technology opperations and concepts
Instructional Objectives: The students will develop a plan they would carry out to clean up the oil from the oil leak. This requires conducting research about oil, the leak at the bottom of the ocean and about various solutions for cleaning it up.
Since this is not a Science class, but rather an English Language Arts class, the objective is to prepare a presentation of your answer in a clear and comprehensible manner. The presentation may be in written, oral, or multimedia format. There is a rubric which describes the standards your presentation is expected to meet. There is a separate rubric for you to follow if you are going to do a multimedia presentation.
ACTION
Problem: Today in the Gulf of Mexico there continues to exist an environmental catastrophe, a disaster unlike one we have ever seen before. Millions of gallons of oil have been leaking from 5000 feet below the surface of the Gulf of Mexico. This oil has been polluting the ocean, killing fish and ocean animals, birds and coastal animals and washing up on the shore of beaches and wildlife sanctuaries all along the Gulf Coast of the states of Louisiana, Mississippi, Alabama and Florida. Stopping the oil from leaking is the job of BP, but cleaning up the oil spill is a job we all need to think about. There have been many ideas for cleaning up the toxic mess.
Your assignment is to explain how you would clean up the oil spill before it does even more damage. You will work in collaboration with other students.
Here are two questions for you to consider.
Essential Question: How would you clean up all the oil from the BP (British Petroleum Co.) oil well leak in the bottom of the Gulf of Mexico?
Guiding Question: What does the leaking oil look and feel like?
Instructional Activities
Steps to follow:
Materials/Resources: Text books, Library resources, Computer hardware and software, and web based programs such as PowerPoint, Voice Thread, Movie Maker or a video. If your group finds a new technology it would like to employ for a presentation please discuss it with me first.
Benchmarks:
1. List of jobs and responsibilities for each student in the group - Day 2
2. Summary of initial group ideas using graphic organizer, idea - web or concept mapping technology - Week 1
3. Decide on Presentation type - written, oral, multi-media/digital technology and initial draft outline of presentation - week 2
4. List of resources and bibliography of sources (authors, web sites etc.) and updated outline of presentation - week 3
MONITOR
Assistance:
Each group will have a Mentor, a teacher who will offer individual student assistance (each according to his/her abilities), and group guidance to keep you on track with your project. Your mentor can not do anything for you, but can guide you to where you can find help you may need to complete your presentation
EVALUATION
Assessments:
· All students will receive an individual grade and a group grade.
· You will be assessed each week based on your individual participation and collaboration within your group, and your groups progress in meeting benchmarks set within the rubrics.
· At the conclusion of your groups presentation final grades will be awarded.
John,
I really like how you focused on a current event for your problem-based learning lesson. I was really looking forward to seeing your lesson.
I am wondering what resources students will find to help them create a viable solution to this catastrophe. Will they be directed to your library data base and research under science articles? This would be a really great opportunity to upload podcasts created by scientists, British Petroleum engineers, wildlife experts, etc. I am wondering how easy it is to access this type of thing. I am sure there are also some very heated blogs out there right now too. This is one of those topics where there is going to be a wealth of current information - most of which will contain bias, depending on what group is posting the information. The importance of understanding bias would seem to be a very necessary part of this lesson.
This is such a heavy and heated topic. However, you never know when "out of the mouth of babes" can come some pretty significant insight.
Thanks for sharing!
Lori